Application and Comparison of Active Learning Implementation Methods in Biochemistry Education

Biochemistry has continued to be one of the most complex and important subjects in science education. The purpose of this research is to investigate active learning implementation methods in a Biochemistry I context to determine the most effective means of preparing current science undergraduates. Two Biochemistry I classes over two semesters were analyzed in this study, with class A using a variable active learning schedule and class B using a consistent active learning schedule. Four aspects were analyzed to determine active learning validity: perception of different active learning properties, standardized final exam grades, class grade, and teaching implementation. The consistent schedule of daily active learning in class B showed an increase in mean final exam score by 12.72%, significantly improved mean student grade in the class from a high C to a low B (p= 0.0038), and comparing student perception of active learning data, showed a significant decrease in student desire for passive learning (p= 0.025), increased desire for active learning (p= 0.022), and increased desire for flipped classrooms (p= 0.042) after first experiencing opposite results in the first semester of implementation which had increased desire for passive learning (p= 0.003) and teacher-centric learning (p= 0.026). A variable active learning schedule showed no significant values besides an increase in individual learning desire (p= 0.037) and a marginally significant increase in desire for passive learning (p= 0.053) both in its second semester of implementation. This research supports that a consistent, daily active learning curriculum making up approximately 40-50% of daily instruction is preferable compared to a variable lecture schedule with active learning days in between lecture days in undergraduate Biochemistry I large-class instruction given that professors perform it over multiple semesters